The relationship between Graves’ ophthalmopathy and dry eye syndrome

Jessica H Selter,1 Anisa I Gire,2 Shameema Sikder2 1Johns Hopkins School of Medicine, 2Wilmer Ophthalmological Institute, Johns Hopkins University School of Medicine, Baltimore, MD, USA Background: A complex relationship between Graves’ ophthalmopathy (GO) and dry eye syndrome exists. New research brings more insight into the association between these two diseases.Methods: A review of the literature was conducted using the query terms “Graves’ Ophthalmopathy”, “Thyroid Eye Disease”, and “Dry Eye” in MedLine (PubMed) and Scopus. A total of 55 papers were reviewed. Case reports were excluded.Conclusion: This review paper shows the close relationship between dry eye syndrome and GO. The underlying mechanisms behind their association suggest mechanical impairment of orbital muscles and immune-mediated lacrimal gland dysfunction as the causes of dry eye in GO patients. However, there are a variety of treatment options available for patients with GO with signs of dry eye, which help combat this issue. Keywords: Graves’ ophthalmopathy, dry eye, thyroid eye disease, ocular inflammatio

Teaching and learning about whole numbers in primary school

This book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished – the analytical meaning, defined by the number system, and the representational meaning, identified by the use of numbers as conventional signs that stand for quantities. This framework makes it possible to compare different approaches to making numbers meaningful in the classroom and contrast the outcomes of these diverse aspects of teaching. The book identifies themes and trends in empirical research on the teaching and learning of whole numbers since the launch of the major journals in mathematics education research in the 1970s. It documents a shift in focus in the teaching of arithmetic from research about teaching written algorithms to teaching arithmetic in ways that result in flexible approaches to calculation. The analysis of studies on quantitative reasoning reveals classifications of problem types that are related to different cognitive demands and rates of success in both additive and multiplicative reasoning. Three different approaches to quantitative reasoning education illustrate current thinking on teaching problem solving: teaching reasoning before arithmetic, schema-based instruction, and the use of pre-designed diagrams. The book also includes a summary of contemporary approaches to the description of the knowledge of numbers and arithmetic that teachers need to be effective teachers of these aspects of mathematics in primary school. The concluding section includes a brief summary of the major themes addressed and the challenges for the future. The new theoretical framework presented offers researchers in mathematics education novel insights into the differences between empirical studies in this domain. At the same time the description of the two meanings of numbers helps teachers distinguish between the different aims of teaching about numbers supported by diverse methods used in primary school. The framework is a valuable tool for comparing the different methods and identifying the various assumptions about teaching and learning.</p